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Winter 2014 Seminar Series

CIDEC Seminar Series Schedule Winter 2014

Program includes: Marcelo Vieta (SEC/AECD/OISE), Nancy Del Col, Education tech Specialist, World Vision, Marianne Larsen, Faculty of Education (UWO), Kazi Rouf, Visiting Scholar OISE and many others.

Dates and times of seminars subject to change; please check back or confrim with CIDE administrator at cidec.oise@utoronto.ca.

Tuesday January 14, 2014 12 noon-1:00 pm


Olivier Bégin-Caouette (Vanier Canada Scholar) is a PhD candidate in Higher Education/CIDEC

Whether it is to disseminate ideas, advance knowledge, obtain a scholarship or simply not to "perish", publishing articles in journals is an integral component of graduate students' life. This short workshop aims to give students tips and tricks that will help them through the long process leading to publication. The workshop will present what students can publish if they have or do not have original data; in which journals they can submit their work; and what are the steps leading to publication. The concepts covered will include the impact factor, the peer-review process, journal indexes, publication decisions, and journals' aims and scope.

Olivier Bégin-Caouette (Vanier Canada Scholar) is a PhD candidate in Higher Education and Comparative, International and Development Education. His research focus on Nordic higher education systems and the internationalization of  technical education institutions. He worked at the UNESCO International Bureau of Education (IBE), and published book chapters as well as journal articles in Prospects, the Canadian Journal of Education, the Community College Journal of Research and Practice [in press], and Studies in Higher Education [in press]. More information can be found at http://olivierbegincaouette.yolasite.com.



Wednesday January 15, 2014 4:30-6:00 p.m.

Topic: Learning to Read and Reading to Learn: Children Educated for Life

Nancy Del Col | Education Technical Specialist  | Programs and Policy World Vision Canada

Seminar Chair : Sarfaroz Niyozov

World Vision is in the second year of implementation of a new global education programming strategy. The focus is on supporting quality instruction and improving learning outcomes with the target of increasing the number of children who are functionally literate by the age of 11. This seminar will present an overview of the five pillars of World Vision’s strategy and will update on projects in Africa and Latin America, including World Vision’s partnership with Save the Children on the Literacy Boost program in East Africa.

Nancy Del Col is World Vision Canada’s Education Technical Specialist, supporting education programming in Latin America, Africa, Middle East and Asia. A former teacher, she holds a BEd and M Ed (CIDE) from OISE/U of T, and a post-graduate certificate in International Project Management from Humber College.



Wednesday January 29, 2014, 4:30-6:00 p.m.

Topic: Action Research in Higher Education in Chile

Speaker: Antoinette Gagne, Associate Professor, CTL, OISE

Chair: Stephen Anderson

The ARC Initiative @ UPLA - The design and development of a research and development (R&D) initiative at the University of Playa Ancha (UPLA) in Chile focused on supporting action research among professors, teacher educators, school partners, and university students will be described. The goals of the initiative and its connection to a three-year funded institutional improvement plan will be highlighted through examples. The ARC/SIA website and the Pepper learning environment that support this R&D project will be showcased. The session will conclude with initial insights on the factors affecting the Action Research Initiative at UPLA.

Dr. Antoinette Gagné is an Associate Professor with the Department of curriculum, Teaching, and Learning at OISE and, from 2005 to 2012 was the director of the Concurrent Teacher Education Program with a very diverse population of teacher candidates at the University of Toronto. As Academic Advisor for the OISE Student Success Centre from 2005 onward, Antoinette has had the opportunity to work closely with a team of 10 to 15 doctoral candidates to meet the academic and cultural needs of undergraduate and graduate students in education. Dr. Gagné is also involved in research with immigrant teachers and learners along with colleagues in a number of immigrant receiving countries including Scotland, England, Iceland, Norway, Sweden, Finland and Australia. She has also been a member of the Advisory Board for Teach in Ontario, a bridging program for internationally educated teachers in Ontario.

Click here for Powerpoint

Wednesday February 5, 2014, 11:30 a.m.-1 p.m.

Topic: In and out-of-school learning among linguistically diverse families in an urban city of Japan.

Speaker: Miwa Takeuchi, Post Doc Fellow, OISE

Chair: Alister Cumming

There has been a greater demand for research examining learning and teaching unique to linguistic minority students in Japan, especially after the Immigration Control and Refugee Recognition Act was amended in 1990. The number of studies conducted in this context, however, is still limited and these studies tend to focus on the challenges and problems faced by linguistic minority students. To focus exclusively on linguistic minority students’ and families’ problems and challenges can ultimately lead to marginalizing those students. As such, further research is needed to identify contexts in which these students can maximize their learning. In this presentation, I draw on sociocultural theory, which maintains that human learning is mediated by cultural tools and also highlights the relationships between agents and cultural tools embedded in social and historical contexts. I investigated whether and how transnational families living in Japan engaged in the appropriation of particular cultural tools, while contending with the pressures to conform with the mainstream practices of their host country. By employing an intergenerational analysis, I offer insights into whether and how a cultural tool was appropriated across generations and how identities were tied with this process. Findings suggested how broad systems of power impacted the appropriation and maintenance of cultural tools. The findings from this study invite discussions on educational practices in order to meaningfully bridge out-of-school resources with in-school learning.

Miwa Takeuchi is a post-doctoral research fellow of the Japan Society for the Promotion of Science, which is a government-based research funding agency in Japan. She is currently engaging in a three-year funded project between Japan and Canada investigating linguistic diversity with respect to students’ and families’ experiences for both in and out-of-school learning. Prior to her current position, she completed her Ph.D. and M.A. at the Department of Curriculum, Teaching and Learning at OISE/UT.

Recording to follow.


Wednesday February 12, 2014, 11:30 a.m.-1 p.m.

Topic: Recuperating Companies, Reviving Communities: Organizational Change, Economic Democracy, and New Worker Cooperatives in Argentina and Italy

Speaker: Marcelo Vieta, PhD, SSHRC Postdoctoral Fellow, The Social Economy Centre, Program in AECD

Chair: Carly Manion

Recent years have seen a re-emergence of conversions or worker buyouts of troubled capital-managed firms into labour-managed cooperatives in diverse regions of the world. These conversions and buyouts are, in part, workers’ direct responses to the encroachment of neoliberal economic policies, the subsequent rise of under- and unemployment, and stubborn austerity measures that fail to effectively counteract socio-economic crises. Some worker buyouts and workplace conversions, such as in Southern Europe, are supported by national legislation and strong connections to the labour and cooperative movements. In Latin America, business conversions have been mostly driven by bottom-up workers’ initiatives and strong connections to social movements. This talk introduces findings from two recent studies I’ve been working on with two of the most exemplar of these business conversion movements: Italy’s imprese recuperate worker buyouts, and Argentina’s empresas recuperadas por sus trabajadores workplace takeovers.

In Italy, the conversion of investor-owned companies into labour-managed firms (i.e., imprese recuperate) has been a fixture for almost thirty years. They have been innovative responses to the waves of economic crises that have affected Italy since the late 1970s. Italian workplace conversions have been facilitated by a strong partnership between the federal state, the worker cooperative movement, and its labour unions. Through legislation commonly known as Legge Marcora (49/1985 and 57/2001), this partnership has ensured that, since 1985, almost 200 conversions have taken place involving more than 20,000 workers in sectors as varied as construction, manufacturing, pharmaceuticals, and foodstuffs.

In Argentina, empresas recuperadas began to emerge across the country in the early 1990s. They surged around the crisis years 2001-2003 as workers’ bottom-up responses to the temporary collapse of the neoliberal model in the country. As business bankruptcies and unemployment rates soared to unprecedented levels during these years, and with a weakened state unable to meet the needs of working people, workers in a broad cross-section of Argentina’s urban-based economy took over and started self-managing their firms as worker cooperatives. Today, it is estimated that around 250 empresas recuperadas exist in Argentina, involving upwards of 10,000 workers.

In both Italy and Argentina, worker-recuperated firms have proven to be viable alternatives by workers themselves to macro- and micro-economic crises. Under different socio-economic circumstances, Italy’s and Argentina’s worker-recuperated enterprises movements both contest the neoliberal enclosures of life while prefiguring other, more directly democratic and less exploitative modes of production. They are both constituted by worker cooperative enterprises that save and create new jobs, as well as community-based businesses that contribute much to the cultural, social, and economic well-being of surrounding neighbourhoods and communities.

Marcelo Vieta (PhD, Social and Political Thought, York University) is a SSHRC Postdoctoral Fellow at the Social Economy Centre, Program in Adult Education and Community Development, Ontario Institute for Studies in Education at the University of Toronto (OISE/UofT).


Wednesday February 19, 2014, 4:30-6:00 pm

Topic: Anti-Islamophobic Curriculums

Speaker: Rhahat Naqvi, University of Calgary

Chair: Carly Manion

“No one is born hating another person because of the color of his skin, or his background or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.”

-Long Walk to Freedom (Nelson Mandela)

My talk focuses on socio cultural phobia. One of the most relevant, 21st century, example of  this  is the phobia increasingly manifested towards the Muslim culture, where the term  “Islamophobia” has been coined to refer to an irrational fear arising from misconceptions about that group, largely due to inaccurate sources of information, or lack of information in general. (Runnymede, 1997; Allen, 2010). Western democracies today are increasingly faced with the challenge of how to maintain and strengthen the bonds of community across cultural lines. Adams (2012) identified circumstances in society today that exemplify the need for a deeper understanding of difference. His examples were drawn from current conflicts emerging in Western culture, from Quebec Premier Pauline Marois’ proposed Bill 60 to the American court’s  recent decision in New York to allow the display of ads in public transit depicting Arabs as “savages”. These examples serve as reminders that, even in 2014, the challenge remains as to how to build a society that encourages its members to relate to one another in a respectful, constructive manner.

My talk is contextualized in Canada, and emerges from research carried out in the field of curriculum development. The research builds on diversity education and antiphobic initiatives and provides an introductory framework aimed at people who work in a wide range of educational contexts. I will highlight a particular curriculum developed through the Canadian Islamic Congress that gives grade 1-9 educators the opportunity to allow their students to interact with the Muslim culture and better understand its origins, contributions and traditions. My research suggests when this happens, curiosity is increased, phobia is decreased, and further, exploratory information-seeking is facilitated, often by the education system and students themselves. For more info: http://www.islamichistorymonth.com/education/teachers.php

Dr. Rahat Naqvi is an Associate Professor in Language and Diversity Education at the Werklund School of Education, University of Calgary. She holds an M.A, an M.Phil and a PhD in the Didactics of Languages and Cultures from the Sorbonne, Paris, France. She has taught in various international settings that include the Institut National des Languages et des Civilizations Orientales, Paris, France and most recently at the University of Hamburg, Hamburg, Germany.


Friday February 21, 2014, 9:00 am to 3:00 pm

CIDEC Presents

The Joseph P. Farrell Student Research Symposium 2014

Friday, February 21, 2014, SMART ROOM – 7-105 (10:15am to 3:30 pm)

CIDEC’s annual Joseph P. Farrell Student Research Symposium 2014 (SRS) provides an opportunity for students to present their thesis research, a partial requirement of the CIDE program (for MA, PhD, and EdD students).

10:15-10:30: Welcome (Coffee and Refreshments)

10:30-11:45: Session 1: Schooling in Egypt [Chair: Vandra Masemann]

Experiences of Students with Schooling in Community Schools in Egypt [Lucy El Sherif, CTL, Ph.D. student]


Degree of Constructivist Teaching within Centralized Public Schools in Cairo, Egypt – Teachers’ Voice [Raghda Abulnour, MA, HDAP]


11:45-12:45: Lunch (Will be provided)

12:45-2:00: Session 2: Teachers and the Teaching Profession [Chair: Steve Anderson]

Teachers’ Engagement with Educational Research: What helps or hinders? [Sardar M. Anwaruddin, CTL, Ph.D. student]

Exploring Socio-Economic and Cultural Factors Affecting Teacher Education and Professional Development in Afghanistan [Munira Tayabali, CTL, MA student]


2:00-2:15: Short Break (Coffee)

2:15-3:30: Session 3: Inclusive Education Policy and Practice [Chair: Carly Manion]

‘Inclusion’ Within Educational Policies in India [Jill Carr-Harris, LHAE, Ph.D. student] CANCELLED

International Education and Youth Participation: Claimed and invited spaces in Haiti’s social reconstruction [Gary Pluim, CTL, Ph.D. Candidate]


Please Note: For CIDE students, attendance at the full day counts for two CIDE Seminar program requirements.

For more information contact: cidec.oise@utoronto.ca

Wednesday March 5, 2014, 11:30 am to 1:00 pm


Speaker: Marianne Larsen, Associate Professor, Fac of Ed, Western

Chair: Antoinette Gagne

This presentation is about how we might integrate a critical spatial perspective in our comparative and international education research. I review mainstream social science literature that reflects a spatial metanarrative, which I critique for contributing to false dichotomies between space and place and oversimplified views of the relationship between the global and the local. I present some of the key ideas associated with the “spatial turn”, including a relational understanding and productive capacity of space. I will then analyze the significance of new spatial theorizing for our field by reviewing examples of both comparative and educational researchers who are engaging with critical spatial theorizing. I argue that a possible way to confront binary thinking about space and place is by shifting attention to the relational conceptions of space, through the analysis of networks, connections, and flows.

Marianne A. Larsen is an Associate Professor at the Faculty of Education, University of Western Ontario. She completed her PhD in Comparative Education from the Institute of Education, University of London. Her current research areas include internationalization of higher education, international service learning, and global citizenship education. She has also recently published two articles on spatial theorizing in comparative and international education research. She is the past-President of the Comparative and International Education Society of Canada (CIESC) and current editor of the CIESC journal, Canadian and International Education.


Wednesday March 19, 2014, 11:30 am to 1:00 pm

Topic: 'Islamic Sharia Based Group Micro Lending Initiative and Implementation in Afghanistan'

Speaker: Kazi Rouf, PhD, Visiting Scholar, CIDEC/OISE

Chair: Carly Manion

Although some people think the concept of Sharia Law Islamic Banking system is ancient, modernized Islamic Banking has been operating for many decades around the world. Countries such as Bangladesh, Malaysia, UK, Singapore, Pakistan and Bahrain competitively run their Islamic banking side by side with modern commercial banks that are successful in their banking operations and are financially sustainable. However, Islamic Sharia micro financing services are new and rare in the Muslim world although these services can easily help marginalized people to become economic actors in the society and to address the issue of poverty.  For example, Islamic Sharia Law Group micro lending initiative and implementation in Kandahar, Afghanistan during Taliban Regime in 1996-1997 was one of the innovations launched by the author, which was funded and supported by UHCR-Grameen Bank to encourage and upkeep small business development instead of providing only financial aid/relief to Afghan returnees. It was further hoped that the programme success in Afghanistan could lead to a breakthrough in attracting specialized international lending institutions in the overall reintegration process in a country which has long been promoted by UNHCR.

The Afghan Taliban leadership expressed their willingness to invite and support the programme in Kandahar in 1996. They confirmed their position indicating that the programme should be designed following Sharia Law.  With the consent of the Taliban Authority, this microcredit project recovery strategy was within the Islamic Sharia principles along with the principles of Holy Quranic interpretations of interest. The project applied Sharia lending principles while implementing the project in Kandahar: (1) Modarebah i.e. profit sharing, (2) Bai-Muajjal (sales under deferred payment), (3) Combination of Modarebah and bai-Muajjal , (4) Murabaha (contract sale), (5) Use terms ‘service charge’, ‘administrative charge’ and hyperinflation recovery , and (6) Ijara (leasing/hire purchase). The program was also designed according to the geo-social conditions of the concerned areas in Afghanistan and adequate flexibility was incorporated for providing credit on easy   terms and conditions.

Although the loan transactions modalities of this microcredit project were absolutely new to the Afghan people, it drew the attention of most of the villagers particularly the poor beneficiaries within a short period of time. The project gained popularity in the project area where it was run by the Sharia based micro credit services to assist disadvantaged people; however, the project experienced   unstable political and economic situations that hindered project operation, management and development.  Hence micro financing organizations need work with their own  Islamic rational ethical values, norms and principles applied by elites and their legal and political support have been crucial for implementing the Sharia micro financing programs to eradicate poverty not only in the Muslim world but also in any other nation-states.  

Key Words: Grameen Bank, Ijara; Islamic Sharia based financing and banking; Mudaraba; Murabaha;  Islamic Sharia based microfinancing; and UNHCR.  


Monday March 31, 2014, Time TBA

Topic: 'Teaching in Tension: International Pedagogies, National Policies, and Teachers' Practices'

Speaker: Frances Vavrus, Associate Professor, University of Minnesota

Chair: Carly Manion

In this presentation, Dr. Frances Vavrus draws on two decades of research and teaching in the Kilimanjaro region of Tanzania to explore tensions surrounding policy borrowing in the arena of pedagogy, specifically learner-centered pedagogy.  She also examines the challenges of conducting team-based research across national borders and generational divides. Her talk draws specifically on a teacher education program she co-founded in 2007 and the research project based upon it that is the focus of  her most recent book, which is co-authored by Tanzanian and US graduate students and faculty involved with the project.

Professor Frances Vavrus is an Associate Professor in Comparative and International Development Education at the University of Minnesota, where she is also the Acting Chair of the Department of Organizational Leadership, Policy, and Development and an affiliated faculty member at Minnesota’s Interdisciplinary Center for the Study of Global Change.  Dr. Vavrus’ primary research interest lies in exploring how people make sense of educational development narratives that emerge from local, national, and international interactions. She also conducts research that utilizes critical discourse analysis and survey methods to address, respectively, questions regarding poverty reduction policies and the long-term impact of secondary schooling on the life course of Tanzanian youth. She is the author of Desire and Decline: Schooling Amid Crisis in Tanzania, and co-editor (with Lesley Bartlett) of Critical Approaches to Comparative Education.  In 2007, she helped to develop the teacher education project in Tanzania that serves as the basis for the research project she will be discussing in her talk.


(POSTPONED) April 2014

Topic: Education Reform in Nigeria: Case study of two success stories – Eko Project and Opon Ono

Speaker: Folasade Adefisayo, Director, Secondary School, Nigeria

Chair: Carly Manion

Wednesday April 16, 2014, 5:00 pm-6:30 pm

Topic: Navigating plurality: towards a complex vision of language education

Speaker: Enrica Piccardo, OISE

Mobility and change in all domains are two main features of our globalized society. The result is a dynamic sociological landscape, which is characterized by plurality and differentiation but also by fragmentation. The classic paradigm of modernity, with its constant search for a perfect model, has been deeply criticized in the post-modern era. We have entered a new phase of liquid and volatile modernity (Bauman, 2000, 2007), and this has also an impact on the notions of language competence and language methodology. Language competence is no longer considered as monolithic and independent from the wealth of individual trajectories and repertoires. The notion of “plurilingualism” as distinct from “multilingualism”, offers new perspective to language education. We moved from a purist to a heteroglossic vision, where the langue is seen as an invented phenomenon (Makoni & Pennicook, 2007) and where notions such as code-mixing, code-meshing and translanguaging open new doors.

In the last decades, research in language education has expanded and included such different domains as communication, cognition and socialisation. And yet this process has remained incomplete as the emotional component is still relatively neglected. Emotions are critical though precisely because they are involved in all these domains and play a role in every human phenomenon, including languages. Therefore a new vision of language and language education needs to deal with all the components at the same time. Starting from a historical perspective, this presentation will propose the use of complexity theory as a lens for studying the developments in language teaching and learning. At the same time, it will present investigate the potential of the notion of savoir-être (CEFR, 2001) for opening to the emotional component in the domain of language education.

Enrica Piccardo is a researcher in Second Language Education. She has extensive experience working in the area of teacher training and research in language pedagogy. Dr. Piccardo is currently an assistant professor at the Ontario Institute for Studies in Education (OISE). Before coming to the Ontario Institute for Studies in Education of the University of Toronto, she was a scholar at the Institute for initial teacher education of the University of Grenoble (France), where she was responsible for all international educational projects. Her publications in different languages (French, English, Italian and German) focus on three main domains of research: the role of creativity in second/foreign language learning, assessment and its role in the curriculum, and language teacher education.  She is also particularly active in training PhD students in interdisciplinary research in language pedagogy.

Chair: Antoinette Gagne


Friday, April 25, 2014 8:30 am – 4:30 pm

RICE (Western U) and CIDEC (OISE/UT) present a one-day symposium on


Working with, against and despite global ‘best practices’:

Educational conversations around the globe

OISE  252 Bloor Street West

Room 5-250

In the unfolding 21st century, there is an expansion and intensification of transnational educational interactions and initiatives across the globe. Increasingly educational actors—as school teachers, teacher educators, researchers, development specialists, and community organizers—are working in transcultural contexts (in interconnected locations) in Canada and around the globe. In this context, we are increasingly confronting idealizations of “best practices” that are travelling across political borders, especially from the ‘west’ to the ‘east’ and to the ‘south,’ in an uneven world.   Educational transfer has been central to comparative, international, and development education for more than a century, but as of late the intensifying transnational rhetoric of ‘best practice’ requires much scrutiny as both danger and opportunity. What is the character of these so-called (western) best practices and what are their conceptual underpinnings and routes of assemblage? Which ‘best practices’ are travelling, how and to which ‘local’ educational domains?  How are they interpreted and engaged in local contexts and what are their effects? And ultimately, how are progressive and critically-minded educators to work with, against and despite global ‘best practices?’

This forum will be one of the unique opportunities for Canadian education scholars, practitioners, and graduate students to critically and collectively engage with these questions.  This one-day symposium is expected to be a place for exchange of ideas, as well as developing theoretical insights and practical strategies to more proactively engage in our respective trans-national/cultural contexts across the levels of policy, pedagogy and research.

To register: cidec.oise@utoronto.ca to reserve & pay by cash/cheque at event


KEYNOTE Forthcoming

Wednesday April 30, 2014, 5:00 pm-6:30 pm

Topic: Public Health Education in Timor-Leste

Speaker: Wakako Ishikawa, PhD Candidate, CTL

This study, based on qualitative methodology, explores how Integrated Community Health Services (SISCa: Servisu Integradu da Saúde Communitária) operates in two impoverished and isolated mountainous districts in Timor-Leste.  One district, Aileu is near the capital and the other, Lautem, is in the eastern end of the country.

The then-Minister of Health, Dr. Nelson Martins said, “Population who live in the city, in the mountains or in the valley, must receive the same quality of health assistance” (Ministry of Health, n.d.).  People in the capital and larger cities tended to receive better health care services and health education provided by the government and major NGOs.  People in rural areas continued to believe in animism, longstanding beliefs and traditional remedies which are often not based on science.  Health educators have been trying to engage villagers with scientifically-based health concepts and to thereby improve their lifestyles.  As the motto of SISCa, “From, with and to the community” indicates, everyone participates in SISCa for themselves and learns how to be healthy within their own community.  Generally, a SISCa post consists of a combination of professionally trained medical staff such as a doctor, a nurse or a midwife, and administrative staff.  The Ministry has established a SISCa post for every 1,000 people or 100 to 300 families.  SISCa staff visit a village or a hamlet once a month.

In conclusion, SISCa has provided the East Timorese with opportunities to learn about hygiene and ways to prevent disease enabling the population to obtain better health.  Despite differences in the set-up of various SISCa posts throughout the country, current statistics show there has been a significant improvement in people’s overall health.

Wakako Ishikawa is a Ph.D. candidate in the Department of Curriculum, Teaching and Learning and in the Comparative, International and Development Education Centre at the Ontario Institute for Studied in Education of the University of Toronto.  She travelled to Timor-Leste in March and April of last year to gather information related to her research.  


Thursday, May 29, 2014 2:00-4:00 pm

Topic: Why Our Obsession with Quality and Accountability is Eroding Public Education and What We Can Do About It

Speaker: Joel Westheimer University Research Chair in the Sociology of Education, University of Ottawa

In the past decade, educators have witnessed unprecedented attacks on public schools in North America.  From Oregon to Ontario, Chicago to Calgary, Wisconsin to Waterloo, the legislative assault continues.  In this lecture, I trace the corporate obsession with so-called quality and accountability measures and explore the consequences for democratic principles and practice.  I also position parents and teachers and, yes, even academics as important catalysts for change.

Chair: Karen Mundy


Monday June 16, 2014, 4:30 pm-6:00 pm

TOPIC: Right to Education: The interpretations of Indian education policy by non-state actors

SPEAKER: Emily Quinan, MA Candidate, LHAE

Recently, the Government of India passed the Right of Children to Free and Compulsory Education (RTE) Act in an effort to reform public education in India and achieve international targets of universal and free primary education for all children ages six to fourteen.  This Act marks an important step in Indian education, as it is now a legal obligation for national and state governments to uphold education as a fundamental human right for all children. ½ The rights-based approach to education, while widely upheld, has been criticized for lacking clarity about what is involved, who is responsible, and what is needed. Despite efforts to improve Indian education through national policy, it is still unclear how these changes are understood and will be implemented by different stakeholders, particularly non-state actors such as NGOs, private foundations, and international organizations. Some researchers have criticized the RTE Act for using 'rights talk' to promote increased private participation in the education sector.½ The thesis proposed in this presentation will use discourse analysis to: (1) develop a clear understanding of education as a human right; (2) investigate how different non-state actors are envisioning the right to education; and (3) determine how they understand their role in the implementation of RTE. While RTE attempts to standardize education through educational policy reform, there is still space for actors to develop their own interpretations. ½ Emily Quinan is an M.A. student in the Educational Administration program at LHAE. She holds a B.A. in Psychology and Sociology from McGill University. Her interest in education policy and children's rights stems from her experience as a special education teacher and curriculum developer in Kochi and Mumbai. 


TOPIC: Youth’s Perception of Peace and Conflict in Afghanistan (POSTPONED)

SPEAKER: Omaid Mahmoodi, Junior Scholar Open Society Foundation CARTI, Kabul, Afghanistan, Visiting Scholar CTL/CIDEC

I will be talking about Afghanistan, the culture and life of youths in Afghanistan. My main concern would be about my research project the fieldwork and main findings. In Afghanistan youths are always involved in wars and clashes but no one asks their perception of peace or conflict. They are never given the right to speak for their selves but to follow the instructions. My study will discuss different factors that motivate Afghan youths to peace and conflict and the importance of their involvement in civil society and peace process.½Omaid Mahoodi is an Afghan Human Right activist. He is working with different civil society institutions in Afghanistan. Omaid is working with Open Society Foundation as a junior scholar and researcher; He has been part of different academic research projects in his country. He has a B.A and BBA degree in Business Administration and a Post graduate degree in Humanities. Omaid is a visiting scholar with the University of Toronto working on his current research project (Youth’s Perception of Peace and Conflict in Afghanistan).

Tuesday June 24, 2014, 11:30 am -1:00 pm

TOPIC: Becoming a Nurse in a Second Language: Professional Identity Construction Processes of an International Nursing Student in Finland

Speaker: Aija Virtanen is a PhD candidate at the Department of Languages, University of Jyväskylä, Finland. In her dissertation, Virtanen examines how immigrants studying nursing in English in Finland develop and value their Finnish language skills, typically considered too low for successful employment in Finland. She explores how the international nursing students themselves, their nurse mentors and their teachers perceive these skills during the training periods and education. Further information: ttps://www.jyu.fi/hum/laitokset/kielet/tutkimus/hankkeet/suomityokielena/en

In Finland, workplaces in health care sector are becoming more and more diverse due to international recruitment and a growing number of international students. However, labor market integration in Nordic countries seems to be particularly exclusionary for migrants. Many highly educated sub-Saharan Africans, specifically, face this challenge when striving to achieve recognition and legitimization as a competent workforce within the Finnish labor market. An ethnographically informed case study will offer an insight into the struggle of constructing L2 professional identities that a sub-Saharan African migrant, studying nursing in an English degree program, encounters, during his practical training in mostly monolingual Finnish-speaking hospital environment. Identities are considered as subject positions between the social world and the individual; they are socially constructed, and therefore, reshaped by power-relations (Kramsch & Steffensen 2008). The longitudinal data derived from the project “Finnish as a work language: A sociocognitive perspective to work-related language skills of immigrants” (University of Jyväskylä 2011 - 2013) will shed light on the self-positionings made by the students and the positionings made by their nurse mentors.


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